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  • 1. Deakin Crick, Ruth
    et al.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hautamäki, Jarkko
    Meijer, Joost
    Developing an instrument to measure learning to learn: Paper presented at the Association for Educational Assessment Europe 8th Annual Conference in Stockholm in November 20072007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    There is a growing interest in learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn in the framework for competencies for lifelong learning. Related to this has also been a wish to find ways to measure learning to learn. An Expert Group initiated by the European Commission developed a proposal to organise a pilot project on learning to learn. The group identified three interesting research projects which could be used in the further work to develop a European pilot study on learning to learn: an instrument to test learning to learn developed by the University of Helsinki, the Effective Lifelong Learning Inventory developed by the University of Bristol and the tests on cross-curricular skills developed by the University of Amsterdam. The Expert Group also proposed a framework on learning to learn. The framework was based on the assumption, proposed in the definition on learning to learn decided by the Education Council and the European Parliament, that this key competence can be defined as containing two dimensions; a cognitive and an affective (or belief) part. Under each dimension a number of subscales, based on existing subscales in the tests which have been developed in the research project mentioned above, were developed. A working group containing the authors of this paper was asked by the Expert Group to develop a test on learning to learn. This group has developed a draft instrument. The instrument has been constructed to correspond to the earlier developed framework. This paper describes how the work to construct this instrument has proceeded.

  • 2.
    Eklund, Monica
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading Among Students in Sweden: Recent Research and Present Trends in an International Perspective.: Paper presenterat på The European Conference on Educational Research, Geneve, 13-16 september 2006.2006Konferansepaper (Annet vitenskapelig)
  • 3.
    Eklund, Monica
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading, reading habits and reading on the web. Paper presenterat vid NFPF:s 34:e kongress.: Paper presenterat vid NFPF:s 34:e kongress. Örebro, 9-11 mars, 2006.2006Konferansepaper (Annet vitenskapelig)
  • 4.
    Fredrikssom, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Education International and the Implementation and Monitoring of the Rights of the Child2004Inngår i: Understanding Children´s Rights, Ghent, Belgium: Ghent University , 2004Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.

  • 5.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Changes of education policies within the European Union in the light of globalisation.2003Inngår i: European Educational Research Journal, ISSN 1474-9041, Vol. 2, nr 4, s. 522-546Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Education issues have traditionally not played a central role within the European Union. This has gradually started to change in recent years. At the Lisbon European Council on 23-24 March 2000, the heads of states and governments of the European Union member countries set out a new strategic objective for the coming decade; "Becoming the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". This implies major changes and education will be among the areas affected. Two questions can be raised in relation to this development: 1) How can a European education policy be created within the existing framework of the European Union? 2) What could be the content of such an education policy? A new method of working called the �open method of co-ordination� has been developed. A critical concept in this context is �benchmarking�. Another new approach is to initiate what is referred to as processes. How are these methods working in practice and what implications will they have for the development of educational policies? The content of a European educational policy depends to a large extent on what kind of agreements could be produced within the context of the new working methods. One example of such initiatives is the European Report on Quality of Education. Linked to this is "the concrete future objectives of education systems" which was approved by the Stockholm European Council of March 2001. Using an examination of how the European Union is trying to find new methods for co-operation in the field of education and how elements of a European education policy can be found in present initiatives, it is possible to explore some scenarios setting out how the work of the European Union and a European education policy can develop.

  • 6.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Education For All and Consultations with Teacher Unions: Report on the questionnaire on the participation of teacher unions in the EFA process.2003Rapport (Annet vitenskapelig)
    Abstract [en]

    The paper explores to which extent teacher unions have been involved in discussions, consultations and negotiations with goverments in relation to initiatives taken to achieve education for all (EFA). The paper deals with three questions: 1) Whether teacher unions were aware of the existence of EFA (Education For All) forums in their countries and if their answers were yes, to which extent they had participated in the National EFA Forums. 2) Whether teacher unions were aware of the existence of National EFA Plans or the active work to establish such a plan. If their answers were yes, in what ways had they participated in consultations on the National EFA Plan. 3) Whether the teacher unions had taken any initiative related to EFA. Based on answers given by teacher unions to a questionnaire it is concluded that many unions have not been involved in the EFA process in an appropriate way.

  • 7.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Education International and the Implementation and Monitoring of the Rights of the Child2001Inngår i: Understanding Children's Rights: Collected papers presented at the fourth International Interdisciplinary Course on Childrens Rights held at the University of Ghent December 2000, Ghent: University of Ghent , 2001Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.

  • 8.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    GATS, education and teacher union policies. : European Conference on Educational Research, Hamburg, September, 20032003Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This papers starts by putting GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues: 1) The broad scope of GATS; 2) Progressive liberalisation; 3) Power imbalances; 4) Lack of assessment;. 5) Irreversibility; and 6) Imperilled public services. The international trade union movement has made proposals for a GATS reform: 1) Better assessment; 2) Improved consultation process; 3) Incorporation of emergency safeguards; 4) Procedures to integrate core labour standards and environmental issues; 5) Strengthening the regulatory powers of governments; and 6) Excluding public sector. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.

  • 9.
    Fredriksson, ULF
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hur läser elever med invandrarbakgrund i Stockholm?2004Inngår i: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, ISSN 0349-9855, Vol. 29, nr 2Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Den stora undersökning som genomförts om läsfärdigheter i Stockholm under åren 1993 � 2000 visar att det finns skillnader mellan svenska elever och elever med invandrarbakgrund med avseende på resultat på lästest på svenska. Dessa skillnader är större då läsförståelse mäts än när ordigenkänningsförmåga mäts. Till viss del kan dessa skillnader förklaras med skillnader i hembakgrund mellan eleverna. När olika grupper av elever med invandrarbakgrund jämförs finns skillnader mellan de som bott hela livet i Sverige och de som ej bott hela livet i Sverige samt mellan olika språk/kulturgrupper. Elever med invandrarbakgrund som bott hela livet i Sverige har bättre resultat på lästesten på svenska än de som ej bott hela livet i svenska. Tyskspråkiga elever och kinesiskspråkiga hade bättre resultat än de svenska eleverna. Andra grupper som engelsk-, polsk- och finskspråkiga elever hade resultat som var obetydligt lägre än de svenska elevernas. Däremot hade t.ex. somali-, romani-, turkisk- och arabiskspråkiga elever resultat som var betydligt lägre än de svenska elevernas. Att läsa för eleverna innan de själva kan läsa samt tillgång till böcker och tidningar i hemmet tycks vara faktorer som positivt samvarierar med läsförmågan både bland svenska elever och elever med invandrarbakgrund. Troligen är denna samvariation starkare bland eleverna med invandrarbakgrund än bland de svenska eleverna. Elever med god läsförmåga på två språk kommer i flera fall från tvåspråkiga familjer. Elever med invandrarbakgrund är överrepresenterade i skolor med låga medelvärden på lästesten och går i större utsträckning än svenska elever i klasser där lärarna upplever att resurserna är otillräckliga. Undersökningsresultaten visar också att skillnaden i resultat på lästesten mellan de svenska eleverna och de elever med invandrarbakgrund som bott hela livet i Sverige är den samma i år 3 (1994) som år 8 (1999).

  • 10.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions2009Inngår i: Report on the ELFE 2 Regional Seminar, Riga, 12-13 March 2009, Brussels: ETUCE - Euroean Trade Union Committee for Education , 2009, s. 9-10Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 11.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Lärarpolicy i Europa: Ett ökat intresse för lärare och lärarutbildning.2007Inngår i: Pædagogisk Orientering, ISSN 0108-9390, Vol. 2007, nr nr 1, s. 24-29Artikkel i tidsskrift (Annet vitenskapelig)
  • 12.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    New technologies in education: trends, risks and opportunities.2003Rapport (Annet vitenskapelig)
    Abstract [en]

    Computers and ICT have become features of daily life in society, at work places and in the homes in most industrialised countries. Computers and ICT are increasingly used in schools, but large number of schools still have no access or limited access to new technologies. A growing number of teachers frequently use computers and ICT in their classrooms, but in some countries there are also large groups of teachers who do not use computers at all. An increasing number of teachers have received some training in the use of computers and ICT, but still about half of the teachers in the EU countries have so far received no training. Training in the use of computers and ICT seems to be included in the pre-service education of teachers in most countries. Governments have expressed a strong wish to increase the use of ICT in schools. It seems reasonably to assume that the changes we have seen in schools in respect of new technologies are only the beginning of what may be radical changes. Changes can take place in the general way in which education is delivered, in the practice in the classrooms and in the content of education.

  • 13.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Quality Education: the teachers' key role: International Conference on Education, 47th session, Geneve, 8-11 September 20042004Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The paper explores different definitions of quality in education and different reasons for the focus given to quality in education during recent years. The characteristics of a good teacher is discussed as well as what teachers can do to improve the quality of education. The following measures could be taken in order to improve the quality of education on �system level�; Improve the quality of teacher education. Ensure that all students will get at least one textbook. Increase the number of school libraries and provide schools with classroom libraries. Find ways to start to introduce new technologies into the schools on a broader scale. In order to improve the status of all teachers world wide, education authorities, governments and intergovernmental organisations must ensure that teachers: receive the moral and material recognition appropriate to their level of qualifications and responsibilities; have an adequate working environment; can do their work in adequately equipped school buildings; have a salary comparable with other professions requiring the same level of qualifications and responsibility; have the right to form and control their own representative organisations; have the right to participate in the process of formulating educational policies; receive a good initial teacher education and professional development. One possible line of actions could be to suggest to governments to form a kind of quality alliance where both governments and teacher unions promise to undertake a number of actions to promote quality in education.

  • 14.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading skills among students of Iimmigrant origin in Stockholm.2002Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    I Stockholm utgör elever med invandrarbakgrund ungefär en fjärdedel av alla elever. Läsning är en central färdighet av betydelse för elevers möjligheter att lyckas i skolan. Läsförmågan hos 11 179 elever med invandrarbakgrund i årskurs 3 i Stockholms skolor under åren 1993 - 1999 jämförs med 33 915 "svenska" elever under samma period. De svenska eleverna läser bättre än eleverna med invandrarbakgrund. På test där eleverna enbart läste fristående ord var skillnaden mindre än när eleverna läste hela texter. Elever med invandrarbakgrund var kraftigt överrepresenterade i de skolor som hade de lägsta medelvärdena på testen. När olika grupper av elever med invandrarbakgrund jämfördes med varandra så fanns stora skillnader. Elever som var födda och uppvuxna i Sverige läste bättre än de som själva invandrat. Elever från några språkgrupper läste lika bra och i något fall t.o.m. bättre än de svenska eleverna, medan elever från andra språkgrupper hade resultat på lästesten som var betydligt under de svenska elevernas resultat. När elever med invandrarbakgrund som deltagit i modersmålsundervisning eller gått i tvåspråkiga klasser jämfördes med de som ej deltagit i någon modersmålsundervisning fanns inga skillnader mellan gruppernas medelvärden på lästesten på svenska. När resultaten på lästest för elever som 1994 gick i årskurs 3 och 1999 i årskurs 8 (alltså till stor del samma elever, men fem år äldre) jämfördes var skillnaden i testresultat mellan de svenska eleverna och de elever med invandrarbakgrund som bott hela livet i Sverige den samma 1999 som 1994.

  • 15.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Studying the supra-national in education: GATS, education and teacher union policies.2004Inngår i: European Educational Research Journal, ISSN 1474-9041, Vol. 3, nr 2, s. 415-441Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This papers puts GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. Commitments made in GATS negotiations are difficult to withdraw and the protection of commercial interest which GATS provides is stronger than the protection of human rights, in for example, the Convention of the Right of the Child. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. It can be assumed that such panels will deal with some educational matters in the future. An other risk for the future is that governments will use GATS as an excuse for deregulation and privatisation within the education sector. There is also a risk that education will become part of general negotiation game where governments may have to open up the education market in their own countries in order to get access to other markets and that education policies will increasingly be decided by trade ministers instead of education ministers. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.

  • 16.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teacher Certification and Selection in Sweden2009Konferansepaper (Annet vitenskapelig)
  • 17.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teacher Evaluation in Sweden2009Konferansepaper (Annet vitenskapelig)
  • 18.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teachers and Their Situation in Europé: paper presented at the IIE Alumni Symposium: Education and Development in a Globalized World in Stockholm in December 2007, Institute of International Education, Department of Education, Stockholm University2007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper will deals with the teachers in Europe and their situation. It covers this topic by examining what can be described as an increased interest in teachers in Europe. This increased interest can be related to three major issues which will be examined. The first issue could be referred to as a new understanding of the importance of the teaching profession. The second issue is related to the demand and supply of teachers. The third issue is about to which extent teachers are prepared for teaching in the 21st century. In addition to these three issues the paper will end with some observations about how teachers themselves influence education policy.

  • 19.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teachers' salaries in comparison with other occupational groups2008Rapport (Annet vitenskapelig)
    Abstract [en]

     

    The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers.

    The data from UBS make it possible to compare teachers’ salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers’ salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

    This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers’ salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching.

    The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information.

    The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers.

    The data from UBS make it possible to compare teachers; salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers; salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

    This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers; salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching.

    The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information.

     

  • 20.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teachers´ salaries in comparison with other occupational groups: Paper presented at the 35th Congress of the Nordic Educational Research Association, Turku, March, 20072007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The purpose of this paper is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study provides information on the salaries of a number of professions, among them primary teachers. The data make it possible to compare teachers� salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. In the comparison of various occupational groups it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

  • 21.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    What Can Be Done to Implement International Standards Concerning Children's Right To Education Worldwide?2001Inngår i: Children's rights in education, London: Jessica Kingsley Publishers, 2001, s. 60-78Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The most important provision made by Governments world wide for children is to provide schooling. A majority of children in the world spend at least some years in primary education, but it also has to be recognised that large numbers of children do not get any education. From this perspective, it is important to examine how the right to education can be further emphasised in order to achieve education for all and how the right of the child is met in educational institutions. This article examines what international recommendations and conventions are of relevance for these issues, their implementation and the related problems which can be found in implementating these recommendations and conventions and finally what can be done to further better agreement between international recommendations and conventions, legislation, political decisions and the everyday practice.

  • 22.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading among students of immigrant origin in a number of Swedish municipalities: Analysing differences in reading skills between students of immigrant origin and Swedish students and differences related to age, gender, participation in remedial education, participation in education in Swedish as a second language and participation in mother tongue education.: Paper presented at the AILA - Association Internationale de Linguistique Appliquée ( International Association of Applied Linguistics) World Congress, Essen, August 20082008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised studies on reading skills among students in grade 8 during 2002 – 2007 in Nacka, Sollentuna, Tyresö and Upplands-Väsby. All students in grade 8 in the municipalities have participated in the studies. In total 16 287 students participated. These studies have included a reading test and information collected from the teachers about students’ age, gender, mother tongue, participation in remedial education, participation in mother tongue education and participation in education in Swedish as a second language.

    The results from these studies are used to compare the reading skills of the Swedish students and the students of immigrant origin. The analysis take age and gender into consideration. A comparison is made between Swedish students and students of immigrant origin receiving remedial education. Within the group of students of immigrant origin a comparison is made between those who have participated in education in their mother tongue and those who have not participated in such education. A comparison is also be made between those who have participated in education in Swedish as a second language and those who have not participate in this education.

    The purpose of these comparisons are to find out whether:

    - the same gender differences in reading skills can be found among Swedish students and students of immigrant origin?

    - the same age differences in reading skills can be found among Swedish students and students of immigrant origin?

    - there are differences between Swedish students who participated in remedial education and students of immigrant origin who participated in remedial education?

    - there are differences between the students of immigrant origin who participated in mother tongue education and the students of immigrant origin who did not participate in mother tongue education?

    - there are differences between the students of immigrant origin who participated in education in Swedish as a second language and the students of immigrant origin who did not participate in education in Swedish as a second language?

     

    The results are further discussed and related to findings from other surveys, both national and international.

  • 23.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading and education for students of immigrant origin in a number of Swedish municipalities: Paper presented at European Conference on Educational Research (ECER) in Gothenburg, in September 20082008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised surveys on reading skills in a number of Swedish municipalities. All students in grade 8 in these municipalities have participated in the surveys, in total 16 287 students. These surveys have included a reading test and information collected from the teachers about the students, including participation in instruction in Swedish as a second language and in their mother tongues.

     

    Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in their mother tongue. Collected data from the municipalities are used to see whether the percentage of students of immigrant origin participating in these types of instruction is increasing or decreasing. The data are also used to look at differences between those students of immigrant origin who participate and not participate in these types of instruction. Are there differences in the results on the reading tests? Are different language groups participating to the same extent in these types of instruction? Are there gender differences related to the participation in these types of instruction?

     

    The results will be further discussed and related to findings from other surveys, both national and international.

     

  • 24.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading and education for students of immigrant origin in some Swedish municipalities2009Inngår i: US-China Education Review, ISSN 1548-6613, Vol. 6, nr 11, s. 17-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys—in total 16,287 students.

    These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student’s mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate (in Swedish as a second language instruction) did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language.

  • 25.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading and students' well-being. Paper presenterat vid NFPF:s 34:3 kongress. Örebro, 9-11 mars: Paper presenterat vid NFPF:s 34:e kongress. Örebro, 9-11 mars, 2006.2006Konferansepaper (Annet vitenskapelig)
  • 26.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå Universitet.
    Reading, reading habits, reading interest, well-being in school and perspectives on the future among 8th grade students in a Swedish municipality2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research topic/aim:

    To analyse how young people read, how much they read and how they like to read and to relate this to their background, their well-being in school and what they think about their future.

    Theoretical framework:

    Literacy is a concept which takes into consideration not only reading skills, but tries to put these skills in a broader context where among other things reading habits, interests and purpose plays an important role (Street, 2001). In order to get an idea about literacy among young people today it is of interest to know more about how they read, what they read and what they think about reading. It can be assumed that different groups have different types of literacies (Heath, 1996). In order to find out more about different literacies among young people it is of interest to compare boys and girls, young persons from different social background and young persons with different cultural background.

    Methodology / research design

    In 2005 and 2006 surveys were organised in the municipality of Härnösand in Sweden. All students in 8th grade in the municipality participated in the surveys. In total participated 697 students. The surveys included a reading test and a student questionnaire. The students´ questionnaire contained a number of questions dealing with among other issues students’ gender, first language, parents education, books at home, reading habits, reading interest, well-being in school and plans about future education (Eklund, Fredriksson & Taube, 2005; 2006). The data collected in the test and in the questionnaire will be used to analyse the relations between different variables.

  • 27.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Gajek, Elzbieta
    University of Warsaw.
    Jedeskog, Gunilla
    Linköpings universitet.
    Ways to use ICT in schools to optimize the impact on teaching and learning2009Inngår i: Acta Didactica Napocensia, ISSN 2065-1430, Vol. 2, nr 4, s. 20-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education) and builds on the conclusion of its predecessor ELFE1. ELFE2 aims, as ELFE1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. It identifies ways used to optimize the benefits of ICT in education.

    To explore how ICT can be used to support teaching and learning two schools each in Denmark, England, Latvia, Poland, and Slovenia were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about problems and challenges other schools will be faced with.

    ELFE2 indicates that a number of ways are used in the schools to optimize the positive impact of ICT. Most of these ways are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools.

  • 28.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Gajek, Elżbieta
    Univerisity of Warsaw.
    Final report from the ELFE2 study visits in Denmark, Latvia, Poland, Slovenia, UK: analysis of practices and experiences in schools and Teacher Education Institutions2009Rapport (Annet vitenskapelig)
  • 29.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Gajek, Elżbieta
    University of Warsaw.
    Jedeskog, Gunilla
    Linköpings universitet.
    Methodologies to optimize the impact of ICT on teaching and learning2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education). The project builds on the conclusion of its predecessor ELFE 1, where the use of ICT in education was found to bring a number of benefits to learning and teaching in the studied schools. It was found that the schools stressed motivation, skills, independence and team work as part of learning and learning processes. Regarding teaching processes and teachers it was found that enthusiasm and collaboration seemed to increase when using ICT. However, many existing barriers prevent these benefits from evolving into a solid added value for teaching and learning. ELFE 2 aims, as ELFE 1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. The project deals particularly with identifying the methodologies used to optimize these benefits of ICT in education.

    In order to further explore how ICT can be used to support teaching and learning two schools each in five European countries (Denmark, England, Latvia, Poland, and Slovenia) were selected. These schools were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about developments, problems and challenges other schools will be faced with in the future.

    The collected data in ELFE2 indicates that a number of methodologies are used in the visited schools to optimize the positive impact of ICT on teaching and learning. Most of these methodologies are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools. There are also factors that seem to be a threat to a sustainable use of ICT and also to transferability of good experiences from the involved schools to other schools. The final report of the ELFE2 project will be presented in September 2009 and will form the basis for the paper.

    Methods/methodology

    The schools visited in the ELFE2 project were selected by the national teacher organizations as examples of secondary schools where the use of ICT in the schools should be aimed at pedagogical methods and/or addressing new curricular goals. The schools should be regarded as advanced in respect of ICT use in their countries.

    The selected schools can be regarded as ten case studies. Questionnaires on school ‘facts and figures’, interviews of various categories using interview checklists were used as the research instruments accompanied by walking around in the school and investigating school documents. The school principal was interviewed and also asked to complete a questionnaire. The schools ICT coordinator was asked to complete a questionnaire with information about the schools technical equipment. Focus groups of teachers and students were met and interviewed to identify the perceptions of ICT in school by various stakeholders.

     

  • 30.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Holzer, Thomas
    Statistical Office of the City of Bern, Switzerland.
    McCluskey-Cavin, Huguette
    Swiss Federal Statistical Office, Neuchâtel, Switzerland.
    Taube, Karin
    Umeå Universitity.
    Strengths and weaknesses in the Swedish and Swiss education systems : A comparative analysis based on PISA data2009Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, nr 1, s. 54-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland.

    The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.

  • 31.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hoskins, B
    The development of learning to learn in a European context: Paper presented at the European Conference on Educational Research (ECER) in Ghent, in September 20072007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    There is a growing interest for learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn and are now in the process of establishing how to measure it. These initiatives should be seen in the context of the so called Lisbon process and the detailed work programme on the follow-up of the objectives of education and training systems. The concept �Learning to learn� has been discussed in the context of research; policy and practice. The results of these initiatives have been a variety of definitions, measurements instruments and indicator on learning to learn.

  • 32.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hoskins, Bryony
    European Commission´s Joint Research Centre.
    Learning to Learn: What is it and can it be measured?2008Konferansepaper (Fagfellevurdert)
  • 33.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hoskins, Bryony
    The development of learning to learn in a European context.2007Inngår i: The Curriculum Journal, ISSN 1469-3704, Vol. 18, nr 2, s. 127-134Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is a growing interest for learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn and are now in the process of establishing how to measure it. These initiatives should be seen in the context of the so called Lisbon process and the detailed work programme on the follow-up of the objectives of education and training systems. The concept �Learning to learn� has been discussed in the context of research; policy and practice. The results of these initiatives have been a variety of definitions, measurements instruments and indicator on learning to learn.

  • 34.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Jedeskog, Gunilla
    Linköpings universitet.
    Plomp, Tjeerd
    University of Twente, the Netherlands.
    Innovative use of ICT in schools based on the findings in ELFE project2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 83-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: 1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? 2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT?

    The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents.

    The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.

  • 35.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Plomp, Theerd
    Jedeskog, Gunilla
    Soensen, Elsebeth
    Rasmusson, Maria
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom2006Inngår i: NERA/NFPF Congress in Örebro 2006, 2006Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education) with the purpose to analyse good experiences in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom in implementing the use of ICT. The project has focused on pedagogical change supported by ICT. Three issues from the study will be discussed: � What factors influence the intensive use of ICT? � What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? � How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? Based on these questions the findings from the participating schools in Denmark, Norway and Sweden will be presented and compared with the findings from schools in the other participating countries and analysed through a theoretical framework.

  • 36.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Plomp, Tjeerd
    Jedeskog, Gunilla
    Sorensen, Elsebeth
    Rasmusson, Maria
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Innovative use of ICT in schools based on the findings in ELFE project (The European e-learning Forum for Education)2006Inngår i: Proceedings. European Conference on Educational Research, Geneva 2006, 2006Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to analyse good experiences in different countries implementing the use of ICT in their education systems. This objective has been broken down in seven operational research questions.Three innovative schools in each of six different European countries (Denmark, UK, Germany, Norway, Portugal and Sweden) were selected. To address the research questions the following data were needed from the participating schools: school background data, data on the ICT infrastructure and use (both hardware and software). To assure validity in each school the data from three perspectives were needed: school management, teachers and students. Data were collected in various ways: questionnaires on school �facts and figures�, interviews of respondents from various perspectives using interview checklists, walking around in the school and school documents.A number of factors which seem to influence the successful implementation of ICT could be identified: -good infrastructure and adequate support; -a clear vision, policy and strategy on what they want to accomplish when they implement ICT supported teaching and learning; -a principal or school leadership that is supportive and monitors the processes of change; -ICT become part of the school�s culture (although not yet fully realized in all schools); -introduction of learning and communication platforms; -a policy on staff development (although not yet fully realised in all schools); -support from national, regional or local authorities who have developed policies on using ICT in education and provide schools (some) financial means; and -parents and (in a number of cases) local communities supporting developments.

  • 37.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Snyder, Kristen
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Utbildningsvetenskap, globalisering, kunskapssamhället och kvalitet.: Paper presentation: symposium om "begreppet ut/bildningsvetenskap" ett fösök att fånga det gemensamma I pedagogic, lärande, pedagoiskt arbete, didakti mm. October. Lärahögskolan I Stockholm och Pedagogiska Insitutionen vid stockholms Universitet.2004Konferansepaper (Fagfellevurdert)
  • 38.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Snyder, Kristen
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Utbildningsvetenskap: Globalisering, kunskapssamhället och kvalitet.: Symposium: Vad är ut/bildningsvetenskap?, Lärarhögskolan i Stockholm, oktober 20042004Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Centrala ord i den aktuella utbildningsdiskussionen är kunskapssamhälle, globalisering och kvalitet. Kunskap lyfts ofta fram som ett centralt begrepp för att beskriva dagens samhälle. Det antas att tillgång och användande av kunskap idag är viktigare än traditionell produktion av varor. Detta äger rum i en tid som kännetecknas av ökad globalisering med en hårdnande konkurrens på en internationell marknad. Denna omställning förutsätts kräva att ett lands utbildningspolitik gör det möjligt för befolkningen att delta i ett livslångt lärande av hög kvalitet. En viktig uppgift för de som undervisar och forskar inom utbildningsvetenskap och närliggande ämnen är att undersöka i vilken utsträckning som de tankegångar som kort skissats ovan påverkat den faktiska utbildning som bedrivs. En sådan undersökning möjliggör en vidare diskussion om vilka förändringar som kan väntas i skolan och vilka förändringar som kan behövas. Paperet utgår ifrån en genomgång av aktuella dokument från främst EU och OECD för att diskutera varför kunskapssamhälle, globalisering och kvalitet kan anses vara centrala begrepp inom den utbildningspolitiska diskussionen och vilka implikationer detta kan få både för utbildningspolitik och utbildningsvetenskap. I detta sammanhang skissas också ett projekt som institutionen för utbildningsvetenskap vid Mitthögskolan planerar.

  • 39.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Hur läser invandrarelever i Sverige?1995Rapport (Annet vitenskapelig)
  • 40.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Läsning bland elever med invandrarbakgrund -: En undersökning av läsförmåga och bakgrundsfaktorer hos elever i årskurs 3 i Stockholm 1993-962001Rapport (Annet vitenskapelig)
    Abstract [en]

     

     

     

     

     

     

     

     

     

     

     

     

     

     

  • 41.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Svenska som andraspråk och kulturmöten.2003Inngår i: Barn utvecklar sitt språk, Lund: Studentlitteratur, 2003, s. 292-Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Kulturmötet är för många barn en viktig del av den kontext i vilken de utvecklar sitt språk. Många skäl talar för att barns språkliga och kulturella bakgrund påverkar de förutsättningar de har för att lära sig svenska. Det finns också mycket som tyder på att en del av de skillnader som finns mellan svenska elever och elever med invandrarbakgrund samt mellan olika grupper av elever med invandrarbakgrund är beroende på skillnader i elevernas sociala och ekonomiska levnadsförhållanden. I detta sammanhang är det viktig att vara försiktig så att inte kulturella skillnader tillåts skymma sociala skillander. Det är av central betydelse att lärarna har en grundläggande respekt för elevernas språk och kultur. Ytterligare en viktig utgångspunkt är att varje elev med invandrarbakgrund är unik. Beroende på invandring samt språklig och kulturell bakgrund ställs barn med invandrarbakgrund inför olika utmaningar och svårigheter. De flesta invandrarföräldrar är mycket måna om att deras barn får en bra skolgång, men kan vara osäkra om vad som är bäst för deras barn. Lärare som arbetar med många elever med invandrarbakgrund måste vara beredda att ge råd till föräldrar. Föräldrarna måste få veta att hemmet spelar en viktig roll för barnets språkutveckling. Inte minst handlar det om att ge barnet mycket språkligt stöt i hemmet.

  • 42.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Umeå universitet.
    Eklund, Monica
    Högskolan i Halmstad.
    Reading and remedial education among students of immigrant origin in a number of Swedish municipalities2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised studies on reading skills in a number of Swedish municipalities. All students in grade 8 in these municipalities have participated in the studies, approximately 24 000 students. These studies have included a reading test and information collected from the teachers about the students, including participation in remedial education.

     

    Students of immigrant origin face two problems in relation to remedial education. One problem is that these students receive remedial education because the teachers wrongly assume that the students’ reading problems are related to general reading difficulties instead of problems related to weak understanding of Swedish. The other problem is that students of immigrant origin may not get the remedial education they should have because their reading problems are not discovered as teachers assume that their problems are related to weak understanding of Swedish. In order to analyse this the students of immigrant origin will be compared with the Swedish students in respect of participation in remedial education and reading test results.

     

    The results will be further discussed and related to findings from other surveys, both national and international

  • 43.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Villalba, Ernesto
    CRELL, European Commission´s Joint Research Centre.
    Taube, Karin
    Umeå universitet.
    Student self-assessment and reading2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    It is interesting to examine students´ self-assessment and reading for two reasons. One reason is to get an idea about how reliable students self-assessment is and another reason is that self-assessment in itself is an important skill needed as a part of the competence to learn as such.

     

    During the period 1997- 1999 were 20,000 students in grade 3 and 15,000 students in grade 8 in Stockholm tested in reading. The students had to complete a reading test, but also complete a questionnaire in which, among other questions, students were asked to make a self-assessment of their reading skills. The younger students were also asked to make a self-assessment of their reading based on how they judged their ability to read subtitles on TV. The surveys included all students in grade 3 and 8 in Stockholm in these years. Participation in the survey was compulsory for all schools with students in these grades.

     

    The paper will examine the correlation between results on the reading test and the students´ self-assessment of their reading skills. These correlations will be further analysed taking age, gender and other variables into consideration.

  • 44. Hanley, S
    et al.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Effects of the General Agreement on Trade in Services on the education systems in Europe. 2003Inngår i: Education Review, ISSN 1462-7272, Vol. 16, nr 2, s. 97-102Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    During spring 2003 the negotiations concerning the General Agreement on Trade in Services (GATS) move into a more intensive phase. Many people think that trade has no link to education policies. Developments related to GATS prove that this is a false assumption - education policy in the future maybe increasingly linked to trade policies. This article outlines some thoughts on the likely effects of GATS on the education systems in Europe. The main risks for the future are: - that governments will use GATS as an excuse for deregulation and privatisation within the education sector; - that the protection said to be provided in GATS for services provided under government authority is ambiguous at best and open to interpretation by Trade Dispute Panels. - education will become part of general negotiation game where governments may have to open up the education market in their own countries in order to get access to other markets; and - education policies will increasingly be decided by trade ministers instead of education ministers. Even if the EU now, on behalf of all member states, has declared that they do not intend to negotiate on further liberalisation in trade on education, this does not mean that the issue will not come back and it does not prevent governments from taking other measures to privatise education.

  • 45.
    Hoskins, Bryony
    et al.
    CRELL, European Commissions Joint Research Centre.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Learning to learn: What is it and can it be measured?2008Rapport (Annet vitenskapelig)
    Abstract [en]

    Measuring Learning to learn is part of a process to establish and monitor the learning processes and outcomes needed to facilitate the development of lifelong learning in Europe. This report highlights the European political developments that have taken place which have placed learning to learn as a political priority within the Lisbon 2010 Education and Training process. It connects these with the move to a competence based approach that emphasises the testing of a holistic and real-world based capability that includes values, attitudes, knowledge and skills.

    The report analyses how the competence learning to learn has been defined. It highlights different understandings which have been developed from within the social-cultural and cognitive psychological paradigms. It investigates the European definition of learning to learn and how it relates to these epistemological positions. The report also establishes what learning is not by visiting concepts such as intelligence, problem-solving and learning strategies.

    In a second step the report investigates how learning to learn can be measured. 3 national tests that are combined within the European test are explained: the University of Helsinki test, the Bristol University test and the Dutch test. The European framework is then described and preliminary evaluation of the European learning to learn pre-pilot is briefly given. Existing international tests, in particular PISA, are analysed to see if these tests cover the definition. The results described are that these tests do not cover the full range of aspects of learning to learn and tend only to use the affective questions as explanatory variables for the test results rather than one dimension of the measurable outcomes. Finally, future directions for research to improve the conceptual basis of the European learning to learn test are proposed which highlights the need for more interdisciplinary research in the field of learning.

  • 46.
    Snyder, Kristen
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    The knowledge society, quality and globalization: What does it mean for pedagogical development?.2005Konferansepaper (Fagfellevurdert)
  • 47.
    Snyder, Kristen M
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Taube, Karin
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Measuring quality, learning, and knowledge in the knowledge society: Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland2004Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The quality movement has stimulated changes in teaching, learning, and school development. Changes in policy and pedagogy have occurred at the local, national, and international levels, focusing on �quality indicators� for measuring student learning, and new methods and paradigms in assessment. Recent data collected from the PISA study has stimulated further discussion about quality in education across countries, while the EU Commission has supported the development of a benchmarking process to facilitate quality development in European schools. This fundamental emphasis on quality and self-assessment, in a context of globalization and citizenship education, has stimulated an ideological debate about what it means to measure quality, learning and knowledge in the knowledge society. Set within the context of the discussion about quality within the EU and OECD, and the potential ideological paradox, this presentation focuses on the use of comparison data from PISA and the European Education Quality Benchmark System (2EQBS) to provide educators with tools for addressing quality in schools. Specifically we will show ways in which schools can adapt the principles and philosophies of quality to serve as a guide for building learning environments that support youth development in the knowledge age, rather than merely addressing inspection standards

  • 48.
    Taube, Karin
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, M
    Reading, reading habits and reading on the web: Paper presented at the European Conference on Educational Research (ECER) in Ghent, in September 20072007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Mid Sweden University has organised studies on reading skills among students Härnösand in Sweden in 2005 and 2006. These studies have included all students in grade 8 in the municipality. The studies have included a reading test and a questionnaire where the students have been asked to give information about themselves, their schooling and their motivation. Some of the questions have dealt with the students reading habits in general and the amount of time used for reading on the web. The data is analysed from the perspective of how students� reading habits and reading test results relate to each other. In particular is the relation between reading on the web and results on the reading test analysed. The data is also further used to analyse reading and reading habits from a perspective of gender, students� mother tongue and ethnical background.

  • 49.
    Taube, Karin
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Läsundersökningsprojekt i samarbete med kommuner. Paper presenterat vid HSS (Högskolor och samhälle i samverkan) konferens. Östersund. 6-8 april.2005Konferansepaper (Annet vitenskapelig)
  • 50.
    Taube, Karin
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Fredriksson, Ulf
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Eklund, Monica
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading among students in Sweden. Recent research and present trends. Symposium at the 33rd Congress of the Nordic EducationalResearch Association, Oslo. March 10-12. 2005.2005Konferansepaper (Annet vitenskapelig)
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